Research On High School Organic Chemistry Teaching Design Based On Learning Advancement

Currently,the amount of knowledge that students need to master is increasing,but the time for classroom teaching is limited,resulting in scattered and isolated knowledge information that students retain after the end of the classroom.This contradiction requires us to think about how to better design and teach courses in order to enable students to effectively master knowledge and apply and develop core competencies in the process.Learning to advance is one of the hot topics in teaching and research on scientific disciplines both domestically and internationally.It can help students establish scientific thinking and knowledge systems from low to high,until they form a complete scientific concept system.This paper analyzes the teaching design of the advanced learning framework for "learning organic compounds" and finds that it can guide students to understand the core concepts of organic chemistry,while integrating subject knowledge and promoting the development of core competencies.The "Introduction" section focuses on addressing the research background of advanced learning based organic chemistry teaching design in high school,developing research ideas and methods,and elaborating on the research value.The "Literature Review" section explains the relevant theoretical research on learning advancement at home and abroad,and preliminarily constructs the theoretical framework of the assumption of learning advancement.Based on the teaching objectives and academic level requirements of the New Curriculum Standards,combined with the interview results of high school frontline chemistry teachers,the core concept of "understanding organic compounds" is determined.Divide the knowledge level of the selected core concepts of "understanding organic compounds",and construct an advanced learning framework for "understanding organic compounds" around four levels: experience,mapping,system,and integration.Then,based on the advanced learning framework of "understanding organic compounds" and the teaching requirements of the "New Curriculum Standards",a teaching practice research on "understanding organic compounds" based on the advanced learning is designed,including elements such as textbook analysis,learning situation analysis,class hour allocation,evaluation tools,and segmented teaching design.By using post class reflection and test paper verification methods,this study analyzes the advanced teaching design and teaching effectiveness of organic chemistry learning.The obtained data is processed using SPSS25.0 software,and it is concluded that the use of advanced teaching methods in organic chemistry learning is feasible and effective,and corresponding teaching suggestions are proposed.Through the research on the advanced teaching design of high school organic chemistry learning,the following conclusions are obtained:(1)The core concepts of the subject of "understanding organic compounds" in high school organic chemistry are determined as: "bonding mode of carbon atoms","naming of simple organic compounds","homologues","isomers","isomerism phenomenon","oxidation reaction" and "substitution reaction";(2)Design an advanced framework for learning ’understanding organic compounds’ from the perspective of evidence reasoning and model cognition.(3)Through the analysis of advanced teaching experiments on the core concept of "understanding organic compounds",it can be found that students have reached a cognitive level of understanding the bonding laws of carbon atoms,the structure of alkanes,and the properties of alkanes in organic compounds.This proves that the teaching method of constructing an advanced framework is reasonable and effective.This teaching design aims to present a learning process that increases in difficulty and hierarchy,thereby helping students cultivate core chemical literacy.